Volume XI

Issue 12

ISSN: 0976-3759

Journal of SCHOOL SOCIAL WORK May 2015

Volume XI

Issue 12

ISSN: 0976-3759

Journal of SCHOOL SOCIAL WORK May 2015

Volume XI

Issue 12

Contents

ISSN: 0976-3759

Journal of
School SocialPrice
Work
Rs 20.00
A National School Social Work monthly dedicated to networking of parents and teachers.

Volume XI Issue 12
M a y
2 0 1 5
C o n t e n t s
Page
Editorial
Prof Naidu P J
Menstrual Knowledge and Coping Strategies of Early
Adolescent Girls: A School Based Intervention Study
Anitha S and Dr Sinu E
Issues and challenges faced by Equal Opportunity Cell
Stakeholders
Rekha N Mistry
Obesity in Adolescence
Dr Sampathkumari S
Highlights of Volume XI
JSSW Team

04

05
17
25
31

Contributors are requested to submit the research/ evidence/ field

experience based articles well in advance. When an article is submitted we expect corresponding author or the first author to send a declaration that the article had not been submitted to any other journal for
publication. Abstract, key words and references in APA style are
needed too. Please mention your subscription number also. Other
things being equal, subscription will give the author an edge over
non-subscribers. Though no focus will be announced, the articles
may be grouped under suitable focus, if possible. ~Ed.

Focus: Adolescent Problems

Journal of School Social Work,

jssw.india@
gmail.com

8 (New 14), Sridevi Colony,

Seventh Avenue, Ashok Nagar,
Chennai 600083

editor@
jsswindia.com

Note: Views expressed by the contributors are not necessarily the

official view of the Journal.

Journal of SCHOOL SOCIAL WORK May 2015

03

Volume XI

Issue 12

ISSN: 0976-3759

Editorial
What
Social work is a challenging,
rewarding, and dynamic field. But
its also a demanding profession,
requiring emotional and personal
maturity. Like every professional,
social worker also offers a unique
service to the community and
individuals in an identified area of
need. He possesses a body of
knowledge acquired through
specialized training. Monolithic
professions break into several
divisions when the demands from
society are overwhelming. So, as
a natural consequence social work
also subdivided into many
specializations and continues
further.
Social workers in human
resource sector (Factory Welfare
Officers/ Personnel Managers),
health delivery system (Medical
and Psychiatric Social Workers),
correctional area (Prison Social
Workers or Probation Officers) and
in the community (Community
Development Officers) have very
specific role to play and unique
service to offer.
Similarly School Social Work as
a distinct specialization requires
a special body of knowledge,
behaviour patterns and skills set
apart from the common principles
04

Prof Naidu P J

Next?

governing
all
social
work
professionals.
The school social worker has to
understand the genesis of problem not
only from the historic and theoretical
perspective but also from the practical
and current dynamics of sociocultural
impacts. He has to resolve his ethical
dilemmas and work for the common
good of the client. He has to learn on
the go and apply knowledge acquired
or borrowed from other disciplines to
suit the needs of the client who relies
heavily on him for making decisions
that would change the course of clients
life.
So, after creating an awareness
about the need for employing school
social workers, what follows next
logically is to train personnel to take
up the role by
1 Preparation programmes for
capacity building
2 Evolving service standards
3 Evaluation of competency
4 Ethical standards of accountability
5 Licensing/ Authority to practice.
6 On job supervision or selfevaluation standards.
7 Continuing education.
Would Schools of Social Work start
training specialised School Social
Workers in large number with
appropriate field practicum?

Journal of SCHOOL SOCIAL WORK May 2015

Volume XI

Issue 12

ISSN: 0976-3759

Anitha S and Dr Sinu E

Menstrual Knowledge and Coping Strategies of

Early Adolescent Girls: A School Based
Intervention Study
Anitha S*
Sinu E**
*Anitha S, Psychiatric Social Work Consultant, Dept of Psychiatry, PES Institute of
Medical Science and Research, Kuppam, Andhra Pradesh. anitha.s.27@gmail.com
** Dr Sinu E, Assistant Professor in Psychiatric Social Work, Dept of Psychiatry,
Kasturba Medical College, Manipal University, Karnataka. 576104.
esinu27@gmail.com (Corresponding Author)
Abstract
Girls studying in Class VIII (n=61) were selected using census method
from government high school, Udupi rural district, Karnataka for a descriptive
study the social problems and coping strategies during menstruation among
early adolescent schoolgirls. The study group reported age at onset of
menarche, duration of menstrual bleeding and knowledge about menarche
before onset. Almost all of them agreed that menstruation was a normal
phenomenon. Majority use sanitary pad. More than half of them burn the
used pad for disposal. Three-fourth did not face any restriction during
menstruation. One-third used to cope with menstrual problems by staying
indoors. School Social Worker plays a vital role in imparting health education
related to menstrual hygiene and practices.
Keywords: menstrual hygiene; teenagers; school social work; child mental
health; adolesence education; intervention in schools;

Menstrual health problems:

Introduction:
Some common menstrual health
Adolescence is a significant
period in the life of a woman. problems during adolescence are
periods,
painful
Adolescent girls often lack irregular
information regarding reproductive menstruation (dysmenorrhea), heavy
prolonged
bleeding
health, including menstruation, or
which can be due to socio-cultural (menorrhagia), infrequent and light
barriers in which they grow up. menstruation (oligomenorrhea),
menstruation
These differences create numerous frequent
psychosocial problems for them. (polymenorrhea), absence or
Need of the hour for girls is to have delayed menstruation (amenorrhea),
the information, education and an pre-menstrual syndrome and preenabling environment to cope with menstrual dysphoric disorder.
Primary Dysmenorrhea is painful
menstrual issues (Thakre, 2011).
Journal of SCHOOL SOCIAL WORK May 2015
05

Volume XI

Issue 12

ISSN: 0976-3759

menstruation without any known

organic cause. It usually occurs 612 months after the onset of
menarche. It is characterized by
lower abdominal pain, usually before
or during menstrual flow lasting for
8-72 hours with back pain and thigh
pain, headache, diarrhea, nausea
and vomiting. It is commonly
occurring menstrual disorder among
adolescence which is often
underreported, underdiagnosed and
untreated. Recent clinical and
experimental studies have shown
that the causes of dysmenorrhea are
purely physiological and not
psychological as it was reported in
earlier studies.
More menstrual problems:
Amenorrhea means absence of
menstruation. Primary amenorrhea is
not attaining menarche by the age
of 16. Secondary amenorrhea is
missing three consecutive periods
after attaining puberty. Amenorrhea
due to pregnancy is normal.
Menorrhagia is menstrual bleeding
lasting for more than 7 days or heavy
blood loss during menstrual flow
more than 80 ml. Oligomenorrhea is
infrequent menstruation in which
menstrual period lasts more than six
weeks with four to nine periods in a
year. Polymenorrhea is menstrual
dysfunction in which periods occur
06

Anitha S and Dr Sinu E

for less than 21 days. Metrorrhagia

is non-menstrual discharge of blood
from the uterus between periods.
Premenstrual syndrome usually
occurs five days before menses and
relieved within four days of
menstruation. It consists of at least
one affective and somatic symptom
during three menstrual cycles;
affective symptoms such as
depressed mood, anger outburst,
irritability, anxiousness, confusion,
social withdrawal and somatic
symptoms such as breast
tenderness, abdominal bloating,
headache and swelling of
extremities.
Intervention in schools:
Literature revealed that school
interventions are effective in
increasing knowledge among
adolescent girls on reproductive
health (Mandal 1998; Shetty 2001).
After the reproductive health
education package, girls gained
better knowledge regarding bath
during menses, menses as normal
phenomenon, knowledge regarding
onset of puberty and menstrual
hygiene (Parwej 2005).
With the introduction of falalin
cloths, use of sanitary pads
improved among adolescent tribal
girls. At baseline 90% of girls were
using old clothes. During post-

Journal of SCHOOL SOCIAL WORK May 2015

Volume XI

Issue 12

ISSN: 0976-3759

assessment, 68% of them said their

first choice was falalin cloths, while
32% said it was sanitary pads. None
preferred old clothes (Shah 2013). A
brief session on use of absorbent
improved the menstrual hygiene
among tribal girls. Ready availability,
easy to use and cost-effective
absorbents prevented the reuse of
old cloths during menstruation
among adolescents.
Girls had satisfactory knowledge
regarding age at menarche and
genital hygiene at pre-test.
Knowledge regarding menstruation
and menstrual hygiene improved
significantly from 77% to 96% and 92
to 100% respectively, after
reproductive health intervention
(Rao 2008). After community-based
health education intervention there
was significant increase in menstrual
awareness from 35% to 55%, use of
ready-made pads increased
significantly from 5% to 25% and
reuse of cloth declined from 85% to
57% (Dongere 2007).
Effect of exercises:
Regular aerobic exercise as a
part of life style modification
significantly decreased the
premenstrual
symptoms.
Psychological, behavioural and
physical
problems
during
menstruation were significantly lower

Anitha S and Dr Sinu E

in exercisers than the non-exercisers

(Kusuma 2014). Self-Instructional
module was effective in increasing
the knowledge (80%) among
adolescent girls on premenstrual
syndrome (Padmavathi, 2013) and
menstrual hygiene (Sushila, 2013).
Knowledge about menarche:
Knowledge about menstruation
before onset was very high (88%) in
Bhavnagar of Gujarat, Singhur of WB
(68%),
Coimbatore (67%),
Bangalore (58%) (Verma, 2011;
Dasgupta 2008; Kavitha 2012;
Shanbag 2012). Whereas it was low
in slum areas of Bijapur dist (18%),
Siliguri city of West Bengal (24%) ,
Gujarat(37%), Tirupathi (16%) and in
Rajasthan
(Udgiri,
2010;
Bhattacherjee 2013; Tiwari 2006;
Reddy 2005; Anoop, 2005). Rural
girls were more aware prior to
attainment of menarche than urban
girls (Juyal 2012; Deo (2005).
Usage of sanitary pads:
Usage of sanitary pads among
adolescent girls was high in
Palakkad district (70%) of Kerala and
in slum areas of Siliguri city, WB
(74%) (Bhattacherjee, 2013). Sanitary
napkin use was high in nuclear family
(75%). Majority of girls from joint
family (72%) instructed about proper
disposal of sanitary pads than
nuclear family (50%). There was an

Journal of SCHOOL SOCIAL WORK May 2015

07

Volume XI

Issue 12

ISSN: 0976-3759

association between mothers

educations and type of family with
regard to proper disposal of napkin
(Subathra 2012). In Davanagere
district of Karnataka, 60% of them
used sanitary napkins during
menstruation and knew the correct
method of disposal (Manjula 2011).
Using home-made pads was high in
girls (75%) from rural area of East
Delhi (Parvathy Nair, 2007).
Reuse of old clothes:
In Rajasthan, More than threefourths reported using old cloth
during menstruation, and a large
proportion of them were reusing the
same during subsequent periods.
Prevalence of reproductive tract
infection was more than three times
higher among girls having unsafe
menstrual practices. Schooling,
residential status, occupation of
father, caste and exposure to media
were the major predictors of safe
menstrual practices among
adolescent girls (Anoop 2005). In
Tirupathi, 69% of adolescent were
using home-made pads and few
(15%) were using sanitary napkin
(Reddy, 2005). In Uttarkhand, use of
sanitary pads was higher in rural girls
(66%) than urban girls (34%). Use of
both napkins and clothes were more
in urban girls and more rural girls
were reusing the napkins after
08

Anitha S and Dr Sinu E

washing (Juyal 2012).

Infections due to reuse:
In Wardha district of Maharashtra,
47% were using cloth among them
40% were reusing it and 16% use
pad. Genital infections were more
in those who use cloth (66%) than
those who use napkins (12%). More
than half of them (57%) disposed the
used clothes and pads in dustbin,
13% flush in toilet and 1% burn it
(Mudey, 2010). Khanna (2005) and
Quazi (2006) reported that more than
three fourth of girls use cotton
clothes and reuse them after
washing. 57%, 15% and 21% girls
store unused pads in cupboards or
drawers, dress cabinet and
bathroom respectively. Majority of
girls (79%) change pads during night
while very few (21%) change in
college or school. Majority (78%) of
the girls changed napkins 2-3 times
a day and 17% change once a day.
Older girls (19-22 yrs) used
disposable pads than the young girls
(15-19 yrs). Larger proportion of
older girls (87%) bathed during
menstruation than younger ones
(79%). Wearing stained dress and
washed napkins were more
common among younger girls.
Older girls had better hygienic
practices than the younger ones
(Omidvar, 2010).

Journal of SCHOOL SOCIAL WORK May 2015

Volume XI

Issue 12

ISSN: 0976-3759

Need for the study:

The literature review shows that
average age of onset of menarche
is 12 years in India. More than threefourth of the adolescents do not have
adequate knowledge about
menstruation and hygiene even after
attaining menarche. Menstrual
hygiene was better in older girls and
most of the younger girls were
following unhygienic menstrual
practices. Hence, it was decided to
conduct awareness programme for
early adolescent girls who were
aged 12-13 years.
Material and method:
Descriptive research design was
used for the study. Study was
prospective in nature. The study was
field based study and it was an action
research. Place of study was 25 km
away from Manipal. Study was
conducted in rural setting. Universe
of the study was Govt high school,
Karkala taluk of Udupi district which
was field practice area of Kasturba
Medical College, Manipal. Study
sample constituted girls studying in
grade 8 (n=61) who were selected
using census method from all the
three sections. Girls who had not
attained menarche were also
included in the awareness
programme. It was a coeducational
institution, boys in all three sections

Anitha S and Dr Sinu E

were excluded from the programme.

They were asked to sit in another
classroom;
second
author
conducted session for boys on
myths and misconceptions related
to masturbation. After the descriptive
the study, intervention was
conducted for the 8th grade school
children regarding menstrual
hygiene.
The study was part of school
health programme. Health
professionals such as faculty from
Social Work, post-graduates from
Psychiatry, M.Phil Social Work and
Clinical Psychology, Medicine Intern,
M.Sc Clinical Psychology students
from Kasturba Medical College,
regularly conduct half-a-day school
health programme on a weekly
basis. Present study was conducted
in September 2013. Paper and
pencil test was used to collect the
data. Informed consent was taken
from School Principal and Oral
assent was obtained from the
participants. Statistical Analysis:
frequency tables and percentage
were used to analyze the data.
Intervention procedure:
Knowledge regarding menstrual
hygiene and practices among
adolescents was elicited before the
awareness programme by asking 10
specific questions such as average

Journal of SCHOOL SOCIAL WORK May 2015

09

Volume XI

Issue 12

ISSN: 0976-3759

Anitha S and Dr Sinu E

age of onset of menarche, age of onset of menarche is 12-13

information about menses before years, menstruation is normal and a
onset,
perception
about natural phenomenon and not a curse,
menstruation, normal duration of normal duration of bleeding is 5-7
bleeding, absorbent used during days, absorbent to be used during
menses, method of disposal, menses, method of disposal,
restrictions and problems faced importance of bathing during
during menstruation and ways of menses, cleaning genitalia with soap
dealing with such problems. All the and water, frequency of changing
questions were open-end type. pad, clarification of myths and
Multiple choices were not given. First misconceptions
regarding
author conducted the session for a menstruation and possible reasons
period of two hours in the forenoon behind restrictions and where to
who was final year M.Phil scholar in seek help for menstrual problems
Psychiatric Social Work. The session were explained. Students were
was conducted in the presence of encouraged to talk about menstrual
three senior female teachers. problems with mothers, school
Participatory methodology was teachers and health personnel such
used. Content of session included as doctors, nurses, school social
specific information such as average workers.
Table 1:
Knowledge about Menstruation among Early Adolescent Girls
Knowledge about
Sl.No menstruation
Categories
n
%
Age at onset of menarche 10-12 years
1
02
3
12 years
22
36
13 years
15
25
12-13 years
14
23
12-16 years
05
9
13-14 years
03
5
2 Awareness about menarche Before the onset
21
34
After the onset
37
61
Dont know
03
05
(Table No: 1 contd...)
10

Journal of SCHOOL SOCIAL WORK May 2015

Volume XI

Issue 12

ISSN: 0976-3759

Anitha S and Dr Sinu E

Table 1: (Contd.)
Knowledge about Menstruation among Early Adolescent Girls
Knowledge about
Sl.No menstruation
Categories
n
%
3
Duration of bleeding
3-7 days
04
06
5 days
16
26
5-7 days
08
13
7 days
30
49
Above 7 days
03
04
4
Absorbent used
Pad
44
72.0
Cloth
04
6.6
Both
04
6.6
None
04
6.6
No response
05
8.2
5
Burn
36
59.0
Method of disposal
Wash
7
11.5
Flush out
7
11.5
Throw away
5
8.2
Dustbin
1
1.6
No response
9
14.7

Results:
Table No: 1 describes the
knowledge regarding menstruation
among early adolescent girls. More
than one-third (36%) reported that
age at onset of menarche was 12
years, one-fourth (25%) reported 13
years and 23% reported 12-13 years.
One-third (34%) were aware of
menstruation before attainment of
menarche. Nearly half of them (49%)
reported that normal duration of
menstrual bleeding was seven days
and one-fourth (26%) reported it as

fivedays and only few felt it lasted

for 3-7 days. Almost all of them
agreed that menstruation was a
normal and natural phenomenon.
Majority (72%) used pad, 6% cloth
as an absorbent, 6.4% used both
and 14% did not respond. Method
of disposal of used absorbent
indicates that nearly 90% were vocal
about it and only a handful fought shy
of reporting about it. More than half
of them (59%) burnt, 11% disposed
it in toilet, 10 % threw away and
14.4% alone did not respond.

Journal of SCHOOL SOCIAL WORK May 2015

11

Volume XI

Issue 12

ISSN: 0976-3759

Anitha S and Dr Sinu E

Table 2:
Social Problems and Coping Strategies During Menstruation
Sl.No Social problems and
coping strategies
during menstruation
1 Restrictions

Coping strategies

Table 2 revealed that one-third

faced restrictions in playing out-door
games, attending social functions,
going to temples and few (15%) were
restricted from attending school
during menstruation. More than onethird (39%) of them would not do
anything during menstruation.
Another one-third (31%) revealed
that they would stay in bed. Few
would resort to home remedies
(16%) and self-medications (7%).
Nayana et al (2014) reported that
majority (74%) of the girls cope by
taking bed rest during menstruation,
12

Categories
Categories
Play
Social functions
Going to Temple
Attending school
Others
No restrictions
Would not do
anything
Rest
Self-medication
Home remedies
Others
No response

21
17
18
09
03
11

34.3
27.7
29.3
14.67
4.89
17.93

24
19
04
10
04
04

39.12
30.97
6.6
16.3
6.6
6.6

12% by applying hot applications,

and 10% by self-medication.
Discussion:
Present study revealed that only
one-third (34%) of adolescent girls
were aware about menarche before
their attainment. In this study, most
of them were from rural background.
Similar findings were reported by
Singh (2013), Kamath (2013), Paria
(2014) in whose study also one-third
were aware about menarche prior to
onset. Whereas Karkada (2012)
stated that more than half of (54%)
the girls were aware about

Journal of SCHOOL SOCIAL WORK May 2015

Volume XI

Issue 12

ISSN: 0976-3759

menstruation prior to menarche in

Udupi District.
Absorbent used:
Majority (72%) of the girls used
sanitary pad as absorbent in the
present study. Percentage of rural
girls in Udupi district using pads was
quite high in this study when
compared to other studies, 44% in
rural Bangalore (Shanbag, 2012),
31% in rural Nagpur (Thakre, 2012),
40% in Navi Mumbai (Nemadi, 2009)
and 24% in Delhi-rural (Parvathy,
2007). Studies have shown that
usage of sanitary napkin was high in
urban areas than rural areas. There
was contrary finding (Juyal, 2012) in
Uttarkhand, more rural girls use
sanitary pad (48%) than urban girls
(28%). Current study revealed that
very few (7%) use cloth as
absorbent. Usage of cloth as
absorbent was high in adolescent
girls (46%) of Nagpur district. Usage
of old plain cloth as menstrual
absorbent was high in Bhavnagar of
Gujarat (87%).
Disposal:
In this study, 59% stated that they
burn the sanitary pad as a method
of disposal. This finding was in
concordance with Nemade et al
(2009) where they reported that 51%
of them burnt the sanitary pad for
disposal. In this study, nearly half of

Anitha S and Dr Sinu E

them reported (49%) that normal

duration of bleeding was seven
days. There were no studies which
reported the knowledge on normal
duration of bleeding.
Functional restrictions:
In the present study, only onethird faced restrictions in social
functions, going to temple and play
in Udupi district. This was a positive
finding and percentage of
restrictions was very less when
compared to other studies. Irine
vegas (2014) found religious
restrictions were significantly more
than social restrictions during
menstruation and these restrictions
were more in rural areas than urban
areas. In Nagpur district, three-fourth
of the girls faced various forms of
restrictions (Thakre 2011). Whereas
in Palakkad, nearly half of them
(44%) had restrictions in household
activities, 58% were isolated
(Subathra 2012). Goel (2011)
reported three-fourth of them faced
religious restriction, nearly half of
them were restricted to enter kitchen,
one-fourth had diet restrictions. In
Pune, 20% of girls reported having
restriction in household activity and
30% in school. In Singhur, 71%
faced religious restrictions, 50% in
food, 43% in play, 33% household
work, 16% attending school and 10%

Journal of SCHOOL SOCIAL WORK May 2015

13

Volume XI

Issue 12

ISSN: 0976-3759

in attending marriage (Das gupta

2008). Present study findings were
in concordance with Sharma et al
(2008) findings, where 26% faced
restrictions in social activities, 17%
missed school, 25% abstained from
household work. Nearly half of them
(41%) prohibited cooking, 38%
separate bed for sleeping, 36%
were untouched, 35% did not have
daily bath, 36% did not go out of
the house during menstruation
(Kushwah 2007). Large proportion
(92%) faced restrictions in worship,
household activities (70%), diet
(56% ), bathing(2% ) (Nair 2007). In
Guntur, 50% were restricted from
household work, playing, attending
marriage, religious activities, taking
certain food (Drakshayani, 1994).
Strength of the study:
Intervention was carried out after
the descriptive study. This paper
demonstrates the widening horizon
of school social work practice. The
paper also highlights the current
trends in school social work from their
professional practice.
Limitations:
Due to time constraint postassessment was not done regarding
knowledge gained after the
menstrual awareness programme.
Involving school teachers in the
awareness progamme made
14

Anitha S and Dr Sinu E

students anxious and they did not

open up freely. Structural limitations
also interfered with the study. The
classroom with impromptu windows
and doors created a flutter among
respondents.
Future directions:
Similar intervention programme
can be conducted for Sixth and
Seventh grade girl children. Pictures,
audio-visual aids and thematic cards
can also be used.
Conclusion:
Three-fourth of the adolescents
had poor menstrual knowledge with
regard to mean age at onset of
menarche. Half of them had poor
knowledge about normal duration of
menstrual bleeding. This study found
that majority (72%) were using
sanitary pad as absorbent and more
than half of them burn the used pad
for disposal. Only one-third faced
restrictions in play, social functions,
going to temple and few (15%)
attending
school
during
menstruation. More than one-third
used to cope by not doing anything
during menstrual problems and
another one-third would take bed
rest. There is ample scope for
School Social Work practice in
imparting health education related to
menstrual hygiene and practices for
early adolescent girls.

Journal of SCHOOL SOCIAL WORK May 2015

Volume XI

Issue 12

ISSN: 0976-3759

Anitha S and Dr Sinu E

References:
Bhattacherjee, Sharmistha, Ray, Kuntala Biswas, Romy. Chakraborty, Manasi
Menstruation: Experiences of adolescent slum-dwelling girls of Siliguri City, West
Bengal, India. Journal of Basic and Clinical Reproductive Sciences. 2013:2; 85.
Drakshayani Devi K, Venkata Ramaiah P. A study on menstrual hygiene among rural
adolescent girls. Indian J Med Sci. 1994 Jun;48(6):139-43.
Khanna A, Goyal RS, Bhawsar R. Menstrual practices and reproductive problem. A
study of girls in Rajasthan. Journal of health management, 2005: 7 (1); 91-107.
Mandal K. Teaching adolescent school girls about menstrual hygiene. Indian J
Nursing Midwifery 1998;1:19-26.
Mudey AB et al. A Cross-sectional Study on Awareness Regarding Safe and Hygienic
Practices amongst School Going Adolescent Girls in Rural Area of Wardha District,
India. Global Journal of Health Science. 2010: 2(2); 225-231.
Nair P, Grover VL, Kannan AT. Awareness and practices of menstruation and pubertal
changes amongst unmarried female adolescents in a rural area of East Delhi. Indian
J Community Med. 2007;32:1567.
Padmavathi P, Sankar R, Kokilavani N. A Study on the Prevalence of Premenstrual
Syndrome among Adolescent Girls in a Selected School at Erode. Asian Journal of
Nursing Education & Research. July 2012;2(3):154.
Paria B, Bhattacharyya A, Das S.A comparative study on menstrual hygiene among
urban and rural adolescent girls of West Bengal. J Family Med Prim Care. 2014 OctDec;3(4):413-7.
Parwej S, Kumar R, Walia I, Aggarwal AK. Reproductive health education intervention
trial. Indian J Pediatr 2005;72:287-91
Quazi SZ, Gaidhane A & Singh D. Beliefs and Practices regarding menstruation
among adolescent girls of high school and Junior college of rural areas of Thane
district. Journal of DMIMSU, Dec 2006; 2:67-71.
Reddy PJ, Usha Rani D, Reddy GB, Reddy KK. Reproductive health constraints of
Adolescent school girls. The Indian Journal of Social Work, 2005; Vol.66 (4):431441.
Shah Shobha P et al. Improving quality of life with new menstrual hygiene practices
among adolescent tribal girls in rural Gujarat, India. Reproductive Health Matters
2013; 21:205-213.
Subathra V, Jayakumar. Menstrual Hygiene among Rural Adolescents. Journal of
School Social Work, 2012: Vol.9(6):9-12.
Thakre SB, Thakre SS, Ughade S, Thakre AD. Urban-rural differences in menstrual
problems and practices of girl students in Nagpur, India. Indian Pediatr. 2012
Sep;49(9):733-6.Public Health (IJCRIMPH). July 2012;4(7):1353-1362.
Shetty P, Kowli S. Family life education for non-school going adolescents: An
experiment in an urban slum. J Fam Welfare 2001;47:51-8.
Singh AK. Knowledge, attitude practices about menstruation among adolescent
females, Uttarkhand. PJMS. 2013; 3(2);19-22.

Journal of SCHOOL SOCIAL WORK May 2015

15

Volume XI

Issue 12

From
Principal/ Librarian,

PIN:

Subscription form

ISSN: 0976-3759

Date:
To
Subscription Division,
Journal of School Social Work,
8 (New 14), Sridevi Colony,
7th Avenue, Ashok Nagar,
Chennai 600083
Past Subscription no:

Sir,
Sub: Renewal/ New Subscription reg.
Please find enclosed a crossed DD drawn in favour of JOURNAL OF
SCHOOL SOCIAL WORK for Rs 2400 (10 years subscription) Rs 3600.00
(Patron subscription 15 years) payable at Chennai Service Branch.
Details of DD: No:
dated
drawn on
The Journal may please be sent to the following address:

PINCODE:
Thanking you,
Yours truly,

Signature and seal

Send by India Post

Dont send by Courier
A photocopy may also be used.

Journal of School Social Work has a current account (A/C no: 409201010035051) in Ashok
Nagar, Chennai branch of Union Bank of India (IFSC Code: UBINO540927.)
Subscription can be directly remitted from ANY BANK, anywhere in India.

16

Journal of SCHOOL SOCIAL WORK May 2015

Volume XI

Issue 12

ISSN: 0976-3759

Rekha N Mistry

Issues and challenges faced by

Equal Opportunity Cell Stakeholders
Rekha N Mistry*
*Rekha N Mistry, MSW, NET in Social Work, P G Dip., in Guidance and Counseling
Assistant Prof, Master of Social Work Programme, Sociology Dept, Veer Narmad
South Gujarat University, Surat Gujarat-395007. India. rekhanmistry@gmail.com
Abstract:
During the XI plan greater emphasis was laid on providing training to
human resources in order to achieve the objectives of inclusive growth. UGC
proposed Development Assistance Scheme whereby development of
structure, management and mode of delivery of the education system was on
priority in order to reduce the disparities between urban-rural, developed and
underdeveloped areas. Many schemes were made available to the universities
through establishment of Equal Opportunity Cells to address the diverse
socio-economic handicaps that come from heterogeneous geographical
background to the universities in urban areas. This paper is aimed at
understanding various issues faced by officials of the university, as a
stakeholder, in implementing various schemes meant for students
improvement.
Key Words: Social Justice; Globalization; Equal Opportunity Cell; DAS
(Development Assistance Scheme); NEP (New Economic Policy); LEG
(Liberalization, Privitization and Globalization)

Introduction:
The Constitution of India is
wedded to the concept of social
justice. It aims to foster the goal of
socio-economic revolution by
creating the necessary environment
for its achievement. By demolishing
the hierarchical social order of socioeconomic privileges, it directs the
state to build up a new just society
promising the social, economic and
political justice to all, along with the
other basic provisions of the
Constitution. As a consequence, the
Indian State, under the constitutional

set-up, is duty bound to find a middle

way to reduce disparities of property
and privileges and bestow benefits
on marginal sections.
The concept of social justice:
Justice P.B. Gajendragadkar
while describing the concept of
social justice, said that it takes within
its sweep the objective of removing
all inequalities and affording equal
opportunities to all citizens in social
affairs as well as economic activities.
The concept of social justice, which
the Constitution of India has
engrafted, consists of diverse

Journal of SCHOOL SOCIAL WORK May 2015

17

Volume XI

Issue 12

ISSN: 0976-3759

principles essential for the orderly

growth and development of
personality of every citizen. Social
justice is thus an integral part of
justice in the generic sense. Social
justice is a dynamic device to
mitigate the sufferings of the poor,
weak, dalits, tribal and deprived
sections of the society. Therefore,
the idea of social justice or social
democracy enables the state
mechanism to provide life security,
life with dignity, decent standard of
living, protection and promotion of
interests of weaker sections, and a
society free from exploitation,
inequality and discrimination. As per
the institutional mandate, the social
justice is the order and the
economic justice is the rule of the
day.
Obligation of the State:
In India, there is a huge class of
population, which is deprived of
social justice. In the six decades of
the institutional governance, the state
has tried to oblige with this
institutional duty. The central feature
of the government policies until the
1990s had been the active
participation of the state in the
economic and social governance of
the country.
The framework of policies
includes:
18

Rekha N Mistry

State participation,
Market intervention
Economic and
Social planning.
It means that the state was playing
a more active role in the supply of
basic services like education and
health. Also, these measures were
accompanied by policies and
interventions in various markets such
as agricultural land, capital, labour,
housing and others to improve the
access to poor and marginalized
groups alike.
Constitutional safeguards:
During 1950-1990, in certain
areas, the constitutional vision and
governmental protective laws or
measures have brought the some
changes in the means of transport
and communication, education
system, employment, science and
technology, agriculture production
and defense. However, the period
was marked with the minimum growth
in the field of public health, women
empowerment, social, educational,
political and economic advancement
of the marginal sections, such as
women, SCs, STs and OBCs. In fact
the constitutional safeguards, like
reservation in state education and
employment, provided just
opportunity and some sense of
security to neglected segments for

Journal of SCHOOL SOCIAL WORK May 2015

Volume XI

Issue 12

ISSN: 0976-3759

securing their rights of governance

through participation along with their
personal development. In spite of
several hurdles, the marginalized
sections forming 80 to 85 per cent
of Indian population, were on the new
horizons of growth in terms of human
development as well as economic
development, 1975-80, especially
when the first generation of the
marginalized section-entered in to
the process of governance in
prohibited and prevented area of
socio-economic development but,
the process of Liberalization,
Privatization, and Globalization (LPG)
has made their dreams of social and
economic justice a little bit difficult.
The entire New Economic Policy
(NEP) package has discounted the
long-cherished constitutional goals
of growth with justice, equity, social
responsibility and accountability for
the slogans of liberalization,
privatization,
globalization,
efficiency, marketability and
competitiveness, leaving marginal
sections without safety nets.
Integration into world trade:
Globalization is the latest phase
of capitalism whereby capitalism is
increasingly constituted on a
transnational basis by breaking
through the boundaries of states and
integrating them to the world

Rekha N Mistry

economy. Thus, the process of LPG

has changed the entire policy
perspective
towards
the
constitutional mandates. As a part of
global economy, as a mandatory
condition, India was required to
make changes in its laws, policies,
institutions and priorities. The net
effect of these developments are
seen on overall all the sectors of
Indian economy. LPG of education
started with the introduction of
Economic reforms by India in 1991,
with replacement of General
Agreement on Trade and Tariff
(GATT) by World Trade Organization
(WTO) in 1995 and signing of GATS
by WTO member countries. Thus
Education has become the
commercialized sector through
privatization.
Implications of NEP:
The New Economic policy (NEP)
implies the reduction in the
economic and social role of the
government, and hence, the policies
and programmes, which have been
built up with the wider participation
of the state during the 1950s to 1980s
and are being gradually reversed.
The globalization exposes a number
of challenges. The poorer and
marginalized sections have to
depend highly on the market and
their access to the means of

Journal of SCHOOL SOCIAL WORK May 2015

19

Volume XI

Issue 12

ISSN: 0976-3759

livelihood like land, capital and

employment which might be eroded.
The globalization also means that the
role of the multinational companies
will increase whereas the access of
relatively poor sections of the
society will be less.
Improving skills set:
In order to have the access of the
poorer sections in the multinational
companies, improvement in their
skills is necessary. And therefore, in
the changed scenario, the educated
human resource, equipped with
latest knowledge and skills will be
in greater demand for participation
in the social and economic
development of the country. This, in
turn, built up pressure on universities
and colleges for providing trained
human resource while ensuring the
quality and relevance of education.
The Eleventh Plan was launched at
a time when the country was
undergoing of major economic and
technological changes based on the
policy of LPG while ensuring the
development of rural and backward
classes.
Establishment of EOC:
The Sachar Report (2005) made
recommendations at two levels:
1. General Policy Initiatives that
cut across different aspects of
socio-economic and educational
20

Rekha N Mistry

development;
2. Specific Policy Measures that
deal with particular issues and/or
dimensions (education and
credit).
Under General Policy Initiatives
it has been suggested to set up an
Equal Opportunity Commission
(EOC) to look into grievances about
denial of equal opportunity or bias
or discrimination by the deprived
groups. On the basis of
recommendations, the Expert Group
was appointed by the Ministry of
Minority Affairs, Government of India,
to determine the structure, scope
and functions of an Equal Opportunity
Commission in February, 2008. The
Expert Group is of the opinion that
though Equality is a foundational
value of our Republic, stark
inequalities mark our present social
reality and prospects for the future
generations. The objectives of XI
five year plan were many but to
create 70 million new work
opportunities and reduce educated
unemployment to below 5% were
the major. To attain the same, in the
XI Plan, greater emphasis had been
placed on reduction of disparities
between urban/rural and developed/
under developed areas by
enhancing support to universities
located in backward and rural areas.

Journal of SCHOOL SOCIAL WORK May 2015

Volume XI

Issue 12

ISSN: 0976-3759

Therefore, UGC provided guideline

for
1. Equal Opportunity Cell
2. Schemes to be implemented
3. Provision of necessary
support during XI Plan 2007-2012.
UGC proposed sixteen schemes
out of which the four schemes are
taken for the present paper:
1.Equal opportunity Cell
2.Coaching Schemes for
Scheduled Caste, Scheduled
Tribes, OBC (non-creamy layer),
Minorities,
3. Establishment of Career and
Counselling Cell in Universities
4. Facilities for differently abled
(Physically Challenged) persons.
Through EOC various schemes
were implemented at university and
college levels. Eleventh five year is
completed and therefore there is a
need to introspect, assess,
measure and evaluate the
contribution at local level to achieve
national level objectives to meet the
global needs.
Methodology:
Researcher had developed the
interview guide mainly related to two
areas. One, on the difficulties faced
in implementation of various
schemes and secondly, on
suggestions
for
future
implementation which was carried

Rekha N Mistry

out through the discussion method

with the officials of the University as
a stake holder which comprised of
administrative personnel and
academicians.
Programme evaluation:
The implemented programmes
under Equal Opportunity Cell (EOC)
were
1. Remedial coaching schemes
2. Coaching for entry in to public
services
3. Coaching for NET/SLET
preparation.
The groups of beneficiaries
comprised of major tribal population,
who spent four to five hours in their
to and fro journey for post
graduation.
Procedure for implementation:
The University had decided to
implement the above mentioned
programmes at central level as well
as department level. The
implementation of remedial
coaching
classes
were
decentralized and started with
respective departments whereas the
coaching classes for Civil Services
were implemented at the central
level. Students from all the
departments were enrolled.
Teaching was planned on regular
day, two lectures with interchange of
subject, one for G K and the second

Journal of SCHOOL SOCIAL WORK May 2015

21

Volume XI

Issue 12

ISSN: 0976-3759

on covering other subjects,

including the scope of various
competitive exams like UPSC and
RRB. Initially two batches of 30
students in each were started.
Unfortunately the programme ended
within a very short period of time.
Stakeholders faced he following
difficulties in implementation of
programme successfully:
Lack of sincerity and
motivation on the part of students.
Refusal to comply with home
preparation
Lack of material on current
event from the stakeholder.
Lack of reading habit.
(Reference books by expert
teachers, students were not ready
to do reading).
Lack of commitment:
(Students were irregular and not
punctual). It seemed that students
did not value the free classes.
Daily travel from peripheral
areas caused staying back or
going late.
Further readiness to come
on holiday was also not found
among the students.
Career and counseling cell:
The officials shared that it was a
heavy work on the part of in charge
officials who are overloaded with
other priorities. The shortage of
22

Rekha N Mistry

officials has been a stark reality. It

was suggested to have the separate
unit which comprised of exclusive
appointments of full time placement
officer, assistant and section officer
and other required staff necessary
for efficient implementation of the
schemes. There should be enough
time to create conceptualization
among
stakeholders
and
beneficiaries. However, it was felt that
creating necessary infrastructure is
not difficult task. Provision of lift in
administrative building to encourage
persons with special needs for
example is not a much difficult task.
But at the same time, creating Braille
centre in the central library related
to IT subject was a challenging task.
The need was felt for awareness
programme from government
officers, for stakeholders and
beneficiaries.
Suggestions from stakeholders:
It is advisable to have full
fledged base unit with own staff
instead of appointment of one or
two member from each
department.
Enough ground work should
be done to make students aware
about input, output and expected
work from them in the beginning
to sustain their motivation.
An academician who had

Journal of SCHOOL SOCIAL WORK May 2015

Volume XI

Issue 12

ISSN: 0976-3759

earlier experience 20 years ago

in running coaching for IAS
exams, UPSE exam, said
students had unrealistic
expectation of ready made
questions and answer
Some students believed that
IAS degrees will be awarded
while the classes were meant only
for exam preparation.
It
was
strongly
recommended to inculcate mental
readiness among the students for
completing the schedule of a
particular coaching.
Students should have clear
motivation for further career in life.
Success story:
A Department organized free
coaching for NET/SLET for working
and visiting lecturers in their
department daily from 2 pm to 3pm
in a voluntary Innovative programme
and library was kept open for them
on holidays. Modular tests were also
conducted for practice and guidance
was availed as per syllabus of Net
and when difficulty was encountered
in finding material. The success rate
was found to be high, as motivation
and punctuality were found among
the students who were working as
visiting faculty because they were
aware of the significance of coaching
and passing of particular test.

Rekha N Mistry

Conclusion:
The most serious consequences
of globalization are likely to be on
the discriminated people like
Scheduled Castes/ Scheduled
Tribes. Today, the government has
developed certain safeguards in the
form of reservation policy in the
public sector. These sections should
also have access to private sector
employment, education and health
services, which has been reduced
due to the persistence of
discrimination. There is no provision
for the safeguard against
discrimination in the form of
reservation in the private and
multinational companies. Therefore,
it is necessary that alternative means
of Equal Opportunity Policy and
Affirmative Action are developed for
the private sector and also for the
multinational companies in the
framework of international legal
provisions. An example of such a
policy tool is the UK Race Relations
Act, 1976, USA affirmative action
programme and policy of diversity.
A review of EOCs or similar bodies
across the world demonstrates the
utility of such an institution, if it is
tailored to the specific socioeconomic, judicial and institutional
context of the country. The
experience of such institutions shows

Journal of SCHOOL SOCIAL WORK May 2015

23

Volume XI

Issue 12

ISSN: 0976-3759

that there is no alternative in

recognizing social identities and to
developing, gathering and
publishing of evidence about
persisting inequalities in opportunity,
that the EOC needs to be pro-active
and independent of the government;
and; that a wide range of contextspecific policy options are needed
in our country to realize the objective
of equal social justice.
16 schemes proposed by UGC:
1. Travel grant
2.Conferences/Seminars/
Symposia/ Workshops
3. Publication grant
4.Appointment of visiting
Professor/ visiting Fellow
5. Day care centre
6. Adventure sports
for
development
of
sports
infrastructure and equipments.
7. Special development grant for

Rekha N Mistry

universities in backward/rural/
remote/border areas.
8. Special development grant for
Young
Universities
and
rejuvenation grant for Old
Universities.
9. Instrumentation maintenance
facility (IMF).
10. Construction of womens
hostels
11. Basic facilities for women
12.Faculty
Improvement
Programme. (Teacher Fellowship
for doing M.Phil/ Ph.D)
13. Equal opportunity Cell
14.Coaching Schemes for
Scheduled Caste, Scheduled
Tribes, OBC (non-creamy layer),
and Minorities.
15. Establishment of Career and
Counselling Cell in Universities
16. Facilities for differently abled
(challenged) persons.

References:
Jogdand P et al. (2008): Globalization and Social Justice, Perspectives, Challenges
and Praxis. Rawat publication, New Delhi.
Report by the Expert Group (2008): Equal Opportunity Commission, the Ministry of
Minority Affairs, Government of India, New Delhi.
Sachar R (2005): Summary Minority Report, Status of Muslim in India, Government
of India.
XI th Five year Plan (2007-2012): Social Sector, Planning Commission, Government
of India.
XI Plan, University Grants Commission Guidelines for General Development
Assistance to Central, Deemed and State Universities during XI plan, UGC, New
Delhi, Annexure

24

Journal of SCHOOL SOCIAL WORK May 2015

Volume XI

Issue 12

ISSN: 0976-3759

Dr Sampathkumari S

Obesity in Adolescence
Sampathkumari S*
*Dr Sampathkumari S, MD, DGO, FICOG, FCDiab., Associate Professor OG, Govt
Chengalpet Medical College & Hospital, Chengalpet, Tamilnadu
Abstract:
Rapid changes in physical, emotional, social and spiritual spheres take
place during this stage. Obesity is one of the major concerns of adolescence.
Factors leading to obesity, complications of overweight and prevention
startegies are outlined by the author.
Key words: Obesity; overweight; BMI; adiposites; calories;

Introduction:
The term adolescence is derived
from Latin adolescere meaning to
grow, to mature and considered as
transition stage from childhood to
adulthood. They are no longer
children, yet not adults,
characterized by rapid physical
growth, significant emotional,
psychological and spiritual
changes. The progression from
appearance of secondary sexual
characteristics to sexual and
reproductive maturity is the marked
feature. Development of adult mental
process, identity and transit from
total social economic dependence
to relative independence cause a
lot of rebellious tendency in them.
Global info on adolescents:
Among population 1.10 billion
are adolescents. One in every five
human is an adolescent and 85%
live in developing countries.
According to WHO adolescence
lasts from 10 to 19 years. Early

adolescence is 10 13 years,
middle from 14 16 years and late
adolescence lasts from 17 19
years. Those between 15 24 years
are considered as youth and the
range of young people is from 10
24 years.
Obesity:
Owing to changed life-style and
lack of adequate outdoor exercises
many young persons tend to
become overweight and obese.
Obesity is defined as excessive
accumulation of body fat which
results in individuals being 20% or
more heavier than the ideal body
weight. Any weight in excess of
normal range is overweight. Obesity
is increase in size of adipose tissue.
Adiposites are special cells
containing fat. Adipose tissue is a
major energy store in the body and
its size can increase if food intake is
greater than the bodys energy
demands (Caterson et al, 1997).
These tissues are sensitive to

Journal of SCHOOL SOCIAL WORK May 2015

25

Volume XI

Issue 12

ISSN: 0976-3759

nutritional change and need to be

balanced since they are used as
storage bins for fat. Size of the fat
cells is reduced by limiting calories.
Increase in body weight from an
excessive increase in body fat,
indicates that obesity is not mere
increase in weight or mass but
excess of adipose tissue (Joseph
et al, 1996).
Genetic influence:
Generally when both parents are
obese the child is 70 80 % prone
to obesity and when one parent
obese the risk is 40 50 %.
Factors that cause obesity:
Race (Black and Hispanic)
Parental obesity
High birth weight
Low birth weight.
Social and other causes:
Sedentary life
Food availability
Intake portion size
Increased television viewing
Special dinner out
Fast food
Captivating ads
Snacking
greatly influence quantity
imbibed, the metabolic and
endocrine functions of the body. It
weakens physical health, state of
well being and shorten life
expectancy. The social factors that
26

Dr Sampathkumari S

cause this disability are

unhappiness that lead to stress and
psychological disorders.
Assessing obesity:
The BMI (Body Mass Index) is
taken as the parameter to decide
obesity. According to WHO, the BMI
should be below 20 for adolescents
below 14 years and 25 for 15 year
olds. BMI above 28 for 16 year olds
is considered as obesity. But,
Tienboon and others contend that
BMI is inappropriate to decide
obesity. The incidence of obesity
among American teenagers is 12
15%.
Gender difference:
The Ten state nutrition study
conducted in US concluded that
females are fatter than males at all
ages. This fact is confirmed by a
study which found that 32.4% girls
among 14 year olds are fatter when
compared to 3.6% of fat boys.
Perhaps the higher level of physical
activity among boys could be the
reason for lesser number of obese
boys. The situation in Australia is
quite contrasting, where 50% men (of
this 16% are adolescents) are obese
to 33% women. About 80% of obese
adolescents turn out to be obese
adults. The Indian scenario is equally
disturbing as 22.8% of population is
adolescents. A study among affluent

Journal of SCHOOL SOCIAL WORK May 2015

Volume XI

Issue 12

ISSN: 0976-3759

adolescents found that 31% in Delhi,

24% in Pune and 22% in Chennai are
overweight, about 7.5% in Delhi are
obese. (Indian Pediatrics 2002; 39:
449-452, Indian Pediatrics 2004; 41:
559-575, Diabetes Res Clinical
Practice 2002; 57: 185-190)
City-bred 3 times more obese:
According to the National Family
Health Survey (NFHS), overweight
and obesity are more than three
times higher in urban centres as
compared to rural areas
Obesity in adults is still
understandable. But we are
seeing 8-year-olds who are
obese. Even 12-year olds are
suffering from diabetes and
hypertension today, according to
Ms. Naini Setalvad, a nutritionist.
On an average, 16% of city
children are overweight while 6%
are morbidly obese. Even by
Indian
standards,
these
percentages are high - Dr
Mufazzal Lakdawala, Bariatric
surgeon.
Big problem:
About 30 million Indians are
obese.
Around 20% of school going
children are overweight.
Number of women in the 15-49
years age group who are
overweight or obese increased

Dr Sampathkumari S

from 11% in NFHS-2 to 15% in

NFHS-3 (1998 -99 / 2005 06).
(Times of India, 25th October
2009, Sunday)
Effects of obesity:
The problems faced by obese
persons are
Inability to qualify for many types
of employment
Discrimination in employment
opportunities
Higher rates of unemployment
Lower socioeconomic status
Experience discrimination at
work
Cannot enjoy theatre seats or a
ride in a bus or airliner.
Society believes that obesity is
a lack of self-discipline, or moral
weakness.
They avoid social interactions or
public places
Choose to limit their own
freedom, rather than suffer
embarrassments
The negative effect on daily
activities confines them indoors,
ultimately to low self-esteem.
Puberty earlier than non
obese and are prone to PCOS (in
girls).
Disturbed pattern of eating:
Following are the causative
factors for unrestrained eating
behaviour:

Journal of SCHOOL SOCIAL WORK May 2015

27

Volume XI

Issue 12

ISSN: 0976-3759

Consumption of an imbalance of
high-energy and low nutrient foods
over low-energy and high nutrient
foods. (eating chips rather than a
piece of fruit)
Interpretation of diverse feelings
of situations as reasons to eat
Susceptibility to eating cues
unrelated to physiological needs
Guilt related to eating under any
circumstances
Lack of understanding of bodily
needs for nourishment
Unwillingness to eat with others,
including family members
Lack of structure in eating patterns
unbalanced
Night eating
Binge eating
Eating only in the latter part of the
day after starvation in the early part
Nausea
described
as
connected with eating in the early
part of the day
Lack of any feeling of control
over food intake
Eating
rapidly
and
indiscriminately
Nutritional needs:
Age and physical activity
determine the bodily needs of
nutrition. The following are the
nutritional needs:
About 2700 2800 calories are
required by males of 11 18 years
28

Dr Sampathkumari S

2100 2200 calories for females

of 11 18 years.
The calorie requirement for
obese people is limited to 1500 1800 cals.
The intake must be a proper mix
of protein 12 %, carbohydrates 58%
and fat 30 %. Calorie needs are
related to growth rate, basal
metabolic rate and physical activity.
Other associated disorders:
CVS diseases hyper tension,
left ventricular hypertrophy
Stroke
Diabetes mellitus
Kidney disease
Gall bladder disease
Respiratory disease (Asthma,
Snoring)
Orthopedic problems (Arthritis)
Menstrual problems (PCOD)
Difficulty in walking due to
accumuated fat around hip
Sore and rashes
US-based studies indicate that
obese individuals can lose more
than 10 years of life compared to
their normal weight peers.
Obesity is considered as
second leading cause of
preventable death
Heart and Stroke foundations
research shows that the number
of deaths attributable directly to
overweight and obesity has

Journal of SCHOOL SOCIAL WORK May 2015

Volume XI

Issue 12

ISSN: 0976-3759

almost doubled over the last 15

years.
Treatment:
1. Calorie restriction
2. Physical activity
3. Behaviour modification and
4. Hormonal treatment are the four
types of treatment modalities
available to reduce body fat. The
calorie restriction can be achieved
by following methods:
Three meals a day but in smaller
portion
Fresh fruits, sprouts and nuts are
healthy and nutritious
Avoid dense snacks burgers,
pizzas
Avoid zero calorie / high sugar
drinks
Avoid aerated drinks as they
affect bone density and cause
teeth damages
Avoid fast food. High in calorie,
fat, sodium and low in fibre,
contain preservatives
No Cheese Have paneer
No maida Have whole grain
wheat
No fried food Have grilled or
baked foods
No soft drinks Have low fat milk
drinks
Dont skip breakfast cause for
diabetes
High sugar breakfast spikes the

Dr Sampathkumari S

sugar level but dips fast, feeling

hungry soon resulting in
increased consumption of food
Physical activity to reduce fat:
Daily chores walking, climbing
stairs, cycling, swimming,
household activities
Exercises planned and
structured leisure time physical
activity to improve and maintain
fitness. 30 60 mins/day
Exercise increases absorption of
calories, improves physical and
mental health
Sports Involves competition,
good for heart, lung and muscle
strength, greater endurance and
flexibility
Excessive TV viewing is
associated with weight gain
sedentary life, especially when
snacking junk food and drinking
aerated waters
Combine TV watching with
activities like stationary cycling ,
spot jogging
Walk up stairs Avoid elevator
Walk Avoid Bus, Car
Swimming ideal exercise
Playing ball soft ball / Kick ball
Conclusion:
Health is wealth. This old adage
will never go out of circulation. For it
is a healthy body that houses a
healthy mind. To remain active for a

Journal of SCHOOL SOCIAL WORK May 2015

29

Volume XI

Issue 12

ISSN: 0976-3759

long and productive life it is essential

that obesity is at check at all times
and at all costs. Unfortunately many
parents consider plumpiness as a
sign of prosperity little realising the
host of physical, psychological,
social and economic problems that
may arise sooner than later. Early

Dr Sampathkumari S

detection and intervention for

appropriate weight gain, proper food
habits, and physical activity can
enhance the longevity of life.
Let us educate parents, teachers
and other stakeholders about
medical
and
psychosocial
consequences of adolescent
obesity.

References:
Asia Pacific Journal of Clinical Nutrition, http://apjcn.nhri.org.tw/server/info/articles/
diseases/childhood-obesity.htm
Adolescence issue 08 http://issuu.com/fogsi/docs/adolescence_issue_08
Adolescent Health Care, Edited by Robert.H.Blum https://books.google.co.in/
books?isbn=1483277380
Indian Pediatrics 2002; 39: 449-452, Indian Pediatrics 2004; 41: 559-575,
Times of India http://timesofindia.indiatimes.com/city/mumbai/Urban-andoverweight/articleshow/5158160.cms
Obesity and Pubertal Transition in Girls and Boys - http://www.ncbi.nlm.nih.gov/
pmc/articles/PMC2931339/
http://deltauniv.edu.eg/UploadFiles/UploadFiles/pediatric% 20nutrition
%20lecture%20(3).pdf

Attention Contributors!
The following system is in vogue from January 2015. The articles submitted are uploaded in ejournals.co and immediately a distint number is
generated and the contributors are informed by email. The article uploaded
is assigned simultaneously to proof readers and peer reviewers (double
blind) and their comments and recommendations are received and redirected to contributors for rectification and resubmission.
The article is then assigned to copy editors who incorporate all the corrections. We require a minimum of 15 to 20 days for this process. Hence
in future, the articles received will be acknowledged and possible date of
publication will be announced only after the peer review process is completed.
Contributors are requested to submit the research/ evidence/ field experience based articles well in advance. When an article is submitted we
expect corresponding author to send a declaration, abstract, key words
and references in APA style.
~Ed
Journal of SCHOOL SOCIAL WORK May 2015
30

Volume XI

Issue 12

ISSN: 0976-3759

JSSW Team

Highlights of Volume XI

JSSW Team
Journal of School Social Work has weathered all seasons and has
successfully brought out the 132nd issue completing its 11th year of publication. All these years JSSW had silently created an awareness about all
possible hurdles faced by a child going to school (especially girl child)
expounded with ample field-based experience supported by empirical
evidence through numerous studies and practical remedies which had endeared the teaching community.
All the veterans and budding ones have contributed in no small measure to the growth of the Journal. The JSSW in turn, had honed the writing
skills of research scholars and PG students, many admitted and several
admired. Many of them are now Assistant or Associate Professors and
encourage their students to write in the rich tradition of Guru-Shishya
parampara.
We thank all the giants in the field of Social Work, Nursing and Medicine
for their co-operation and Dr Parthasarathy R a Living Legend among Psychiatric Social Workers in India who continues to be the prime mover.
The next step is to develop a system to train and equip social workers
so that when the time arrives to appoint school social workers in all schools,
we will not be caught napping. We need a large number of trained personnel and veterans to train them with the right content. JSSW will leave no
stone unturned until the goal is reached.
The articles that appeared in JSSW from June 2014 to April 2015:
June 2014 XI 01 Focus: Family Complexities
HSE: Dr Latchumanan M
Family Complexities
by Kranthi Kumar M and Dr Ashok Kumar Y
Complexities in Families Living with HIV/ AIDS
by Dr Sadhna Jain
Impact of Family Complexity on Children
by Serah Reshmi
Occupational Stress and Work Motivation in Relation to
Family Complexity
by Damodaran B and Dr Sudhakaran M
V
July 2014 XI 02 Focus: Child-Friendly Safe Schools
HSE: Dr Lakshmana G
Parameters for a Child-Friendly School
by Dr Shaly Joseph
Installing Child-Friendly Systems by Dr Malathi K S and Dr Nathan T K

Journal of SCHOOL SOCIAL WORK May 2015

31

Volume XI

Issue 12

ISSN: 0976-3759

Perception of Teachers about Inclusive Education

By Gnana Rathna Raju Savalam and Dr Johnson Sampath Kumar T
Holistic Personality development in Child-Friendly Safe Schools
By Dr Prasa Rao G A
Positive Indicators of Child-Friendly Schools
By Dr Merlin Sasikala J E and Ravichandran T
August 2014 XI 03 Focus: Importance of Research
HSE: Dr Premalatha M
Non-Violent Communication (NVC) in Schools
by Dr Nathan T K and Dr Malathi K S
Researching Culture of a Classroom: The Importance of EthnoMethodology
by Reena Merin Cherian and
Jessica Singh
A Study on the Effect of Structured Activity on the Psychological
Profile of School Going Adolescents
by Dr Sujatha Sridharan, Rajeswari C and Praveen H
Importance of Resaerch
by Sylvia Daisy A and Dr Carter Premraj F
M Ed Students Inclination towards Type of Research in Education
by Dr Ramakrishnan N and Kanimozhi P
September 2014 XI 04 Focus: Desire to Win
HSE: Dr Mary Princess Lavanya
Desire to Win
by Padma V and Dr Charumathi P J
Level of Aspiration among Higher Secondary Students
by Dr Ramakrishnan N and Kanimozhi P
Desire of Differently Abled
by Koteeswara Rao M and Dr Saraswati Raju Iyer
Adolescent Health Behaviours: A Desire to Achieve Positive Health
by Dr Dhanasekara Pandian R, Arthur Julian A Joseph
and
Manjusha Warrier
Trends of Articles Published in Journal of School Social Work: A
Bibliometric Evaluation of First Decade (2004-2013)
by Dr Sinu E and Prof Naidu P J
October 2014 XI 05 Focus: Lure of the Ludicrous
HSE: Dr Nirmala B P
Prevalence of Internet Addiction among Students
by Akshaya K and Sasikala K
Nature Deficit Disorder in Children
by Kavya Jyotsna U

32

Journal of SCHOOL SOCIAL WORK May 2015

Volume XI

Issue 12

ISSN: 0976-3759

Innovative Social Work Interventions for Strengthening Mother and

Child Health: A Research Based Analysis
by Pattan Rakesh and Banashankarayya M
Internet Usage, Role Overload and Role Stress among Female School
Teachers in Chennai by Prabha Arun, Gowri Krishnamurthy and
Karthik Lakshmanan
RM
November 2014 XI 06 Focus: Rights and Responsibilities
HSE: Dr Anita Mary
A Study to assess the Knowledge of School Teachers Regarding
First Aid Management of Selected Emergencies
by Rajeswari C, Dr Caroline Priya and Praveen H
Leading GenNext with the Perspective of Rights and Responsibilities
by Sheik Fareeth K
Children as Citizens: Whose Responsibility?
by Radha Vallury and Dr Saraswati Raju Iyer
Responsibilities of Women in Protecting the Environment
by Ravichandran Tand Dr Merlin Sasikala J E
December 2014 XI 07 Focus: Fears of Children
HSE: Sheik Fareeth K
School Health Nurse Allays Health Related Fears by Dr Malarvizhi S
Child Marriage and Its Consequences in Ethiopia
by Bimal Kanta Nayak
Fear and Anxieties in Children
by Beula
Francis
Remedies for Test Anxiety
by Prof Naidu P J
January 2015 XI 08 Focus: Parents Concerns
HSE: Dr Bimal Kanta Nayak
Parents concern in the Management of Fears in Children:
A Case Study
by Soyuz John, Manjusha Warrier
and
Dr Dhanasekara
Pandian R
A Qualitative Study of Mothers Perceptions on Overweight
School Children
by Dr Malarvizhi
S
Parenting Challenges Faced by Non-Resident Indians
by Dr Sadhna

Journal of SCHOOL SOCIAL WORK May 2015

33

Volume XI

Issue 12

ISSN: 0976-3759

JSSW Team

Journal of School Social Work English Monthly ISSN: 0976-3759

Registered with Registrar of Newspapers for India under No: TNENG/2004/14389
Postal Registration:
TN/ CC (S) DN / 47 / 15-17
Licensed to post under:
TN/PMG (CCR) / WPP - 663 / 15-17
Date of publication:
3rd Day of the Month
Jain Television News Exposure on Children A Critical Study
by Sripathy T
Perspectives of Teachers on Need for School Social Work
by
Veena S Algur
Educational Problems Faced by Adolescent Children of Commercial
Sex Workers in Ganga Jamuna Area of Nagpur City
by Dr
Purushottam Thote
February 2015 XI 09 Focus: Safe Schools
HSE: Dr Vinayaka Murthy P
Safe Schools
by Beula J
Development and Standardization of Awareness Test on
Intellectual Disability
by Dr
Renukha P
Early Intervention of Dengue through Special Messengers
by Dr Vijayalakshmi M and Dr Sunitha K
A Study on Personal Values among High School Students in
Madurai
by Dr Ramakrishnan M and Parthiban
M
Writing Articles for Resarch Journals
by Prof Naidu P J
March 2015 XI 10 Focus: Early Intervention
HSE: Dr Thippeswamy V
Early Intervention Programme on Child Sexual Abuse:
A Proposed Study
by Ambigai Sivakumar R and Dr Sinu
E
Early Intervention to Prevent Cannabis Use among Adolescents
by Arthur Julian A Joseph and Dr Dhanasekara Pandian R
Perspectives of Early Intervention Strategies to Minimise
Delinquent Behaviour among Children
TandNaidu.
Dr Merlin
Sasikala Jfrom
E
Published and owned bybyP.Ravichandran
Jayachandran
Published
Vulnerability
and
Early
Intervention
8, Sridevi Colony, 7th Avenue, Ashok Nagar, Chennai 600083 and printed
by Dr Malathi
K SVadapalani,
and Dr Nathan
TK
by T. Rajaguru at TRK Press, 39, Saidapet
Road,
Chennai
April 2015 XI 11 Focus: Exam Preparation
600026.
Naidu.
Examination and PerformanceEditor:
AnxietyP. Jayachandran
A Case Study
by Jailap
34
Journal of SCHOOL SOCIAL WORK May
2015Deen S
The Relations beyween Positive Mental Health and Wellbeing
by Nafisa Khan, Dr Charumathi P J and Dr Sandhya

Volume XI

Issue 12

ISSN: 0976-3759

Journal of SCHOOL SOCIAL WORK May 2015

Volume XI

Issue 12

ISSN: 0976-3759

Journal of SCHOOL SOCIAL WORK May 2015